O ensino de língua portuguesa como segunda língua para alunos surdos.

Abstract

The deafness has always existed, however, in Education it still presents itself as something new and unknown to most professionals who work in teaching, especially Portuguese Language, not for lack of documents or information that regulate specialized teaching proposals for deaf students , but for the lack of theoretical and practical training of professionals, who often, do not feel stimulated to seek new learning. The deaf has a natural language, which is the Sign Language and in the teaching process that follows the bilingual proposal, this language must be respected and recognized, by the professionals, as the first language of the deaf, being one of the main elements of the Deaf culture. Faced with this context of education, which still sees the deaf as deficient and which, in practice, is still neddy of changes, questions have arisen that stimulated this research, such as: What is the historical context of the Education of the Deaf? Where did arise the need for a bilingual education proposal for the deaf? What does the government say about the education of the deaf? What is Libras' role in Portuguese language teaching for deaf students? What are the linguistic differences and similarities between Libras and the Portuguese language? What are the primordial elements in the teaching-learning process of the deaf in the Portuguese language? With the purpose of finding effective answers to teaching, theoretical surveys was conducted aiming at the search for methodological paths that enable the process of teaching-learning the Portuguese language to the deaf, based on bilingualism. In this research, we will present information that supports the teaching of LIBRAS as the first language and the Portuguese language as a second language, unlike the proposal of Oralism (proposal still practiced in schools of the Brazilian educational system). Many authors contributed to the doubts and questions, which substantiated this research, found guiding and productive information, which applied to a descriptive analysis, resulted in effective contributions to teaching. Among the authors, are Souza (2008), Streiechen and Lemke (2014), Quadros and Schmiedt (2006), Vieira (2009), Quadros and Karnopp (2004) and Strobel (2008).